Leading with Inquiry and Action How Principals Improve Teaching and Learning

ISBN-10: 1412964148

ISBN-13: 9781412964142

Edition: 2009

List price: $32.95
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Book details

List price: $32.95
Copyright year: 2009
Publisher: Corwin Press
Publication date: 7/23/2009
Binding: Paperback
Pages: 168
Size: 7.00" wide x 9.75" long x 0.50" tall
Weight: 0.792
Language: English

Ellen B. Goldring is professor of education policy and leadership at Peabody College of Vanderbilt University, where she won the Alexander Heard Distinguished Professor award. Her areas of expertise and research focus on improving schools, with particular attention to educational leadership and access and equity in schools of choice. She is the immediate past coeditor of Educational Evaluation and Policy Analysis . She serves on numerous editorial boards, technical panels, and policy forums, and is the coauthor of three books, including Principals of Dynamic Schools (Corwin Press), as well as hundreds of book chapters and articles. Goldring is currently working on a project funded by the Wallace Foundation to develop and field-test an education leadership assessment system and establish its psychometric properties. She is also conducting experiments to study professional development and performance feedback for school leaders. She is an investigator at the National Center on School Choice and the Learning Sciences Institute at Vanderbilt. Goldring received her PhD from the University of Chicago.

Jean McNiff is Professor of Educational Research at York St John University, UK. She is also a Visiting Professor at UiT the Arctic University of Norway, and at the Beijing Normal University and Ningxia Teachers' University, People's Republic of China.Jean took early retirement from her position as deputy head teacher of a large secondary school in Dorset, UK. She went into business for herself, and developed her writing. Her textbooks on action research and professional education are now used internationally on workplace-based professional education courses and on higher degree courses. Jean provides interdisciplinary consultancy work to institutions around the world where she gives lectures and conducts workshops on planning, doing and writing action research.Jean aims to contribute to personal and social betterment through educational research. She encourages everyone to make their stories public in the form of their personal and collaborative theories of practice; and she firmly believes that each individual is able to contribute to social and planetary wellbeing by explaining how they hold themselves accountable for what they do. In this way she links education with moral accountability. She tries to bring the university to everyday contexts, and everyday contexts into the university, for it is only by involving everyone, she feels, that the world will become a better place for us all.Visit Jean at www.jeanmcniff.com , or contact her at jeanmcniff@mac.comSharon F. Rallis is Dwight W. Allen Distinguished Professor of Education Policy and Reform at the University of Massachusetts at Amherst where she is also director of the Center for Education Policy. Previously, she was professor of education at the University of Connecticut; lecturer on education at Harvard; and associate professor of educational leadership at Peabody College, Vanderbilt University. Her doctorate is from the Harvard Graduate School of Education. She has co-authored ten books, including several on leadership: Principals of Dynamic Schools: Taking Charge of Change (with Ellen Goldring); Dynamic Teachers: Leaders of Change (with Gretchen Rossman); Leading Dynamic Schools: How to create and Implement Ethical Policies (with Gretchen Rossman and others); and Leading with Inquiry and Action: How Principals Improve Teaching and Learning (with Matthew Militello and Ellen Goldring). Her numerous articles, book chapters, edited volumes, and technical reports address issues of research and evaluation methodology, ethical practice in research and evaluation, education policy and leadership, and school reform. A past-president of the American Evaluation Association (2005), Rallis has been involved with education and evaluation for over three decades. She has been a teacher, counselor, principal, researcher, program evaluator, director of a major federal school reform initiative, and an elected school board member. Currently, her teaching includes courses on inquiry, program evaluation, qualitative methodology, and organizational theory. Her research has focused on the local implementation of programs driven by federal, state, or district policies. As external evaluator or principal investigator (PI), she has studied a variety of domestic and international policy and reform efforts, such as: alternative professional development for leaders; collaborations between agencies responsible for educating incarcerated or institutionalized youth; initiatives supporting inclusive education for children and youth with disabilities; local school governance and leadership; labor-management relations in school districts. Rallis' work with students on evaluation and qualitative methodology has taken her as far as Afghanistan and Palestine.

Matthew Militello is an assistant professor in the Educational Policy and Leadership Studies Department at North Carolina State University. He held a similar position at the University of Massachusetts, Amherst, where he was also the educational administration program coordinator. Prior to his academic career, Militello was a middle and high school teacher, assistant principal, and principal. His research focuses on developing principals� knowledge and skills in the areas of school law, school data, and collective leadership. He has led a number of research teams, including: the development of professional standards and corresponding key practices for school principals; a statewide study of the validity, implementation, and use of formative assessments systems in school districts; a national study of exemplary high school leadership practices; and a study of principals� professional development needs in northwest China. Militello has more than 25 publications, including articles in Education Policy, Education and Urban Society, Harvard Educational Review, Journal of School Leadership, Leadership Quarterly, Principal Leadership, and Qualitative Inquiry. He received his undergraduate degree and teaching certification from the University of Michigan and his MEd and PhD from Michigan State University.

Foreword
Preface
Acknowledgments
About the Authors
From Challenges to Possibilities
The Myth of the Great Principal
The Collaborative Inquiry-Action Cycle
The Collaborative Inquiry-Action Cycle in Action
What Are We Teaching? A Case of Curricular Alignment
What Do We Know? A Case of Data Informing Practice
What Do We Do in the Classroom? A Case of Changing Instructional Practice
Making It Happen
Roles the Inquiry-Minded, Action-Oriented Principal Plays
You Can Do It! Putting the Collaborative Inquiry-Action Cycle Into Practice
References
Index
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